Virtues and Vices to Luke E
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Toolbox Project
the Toolbox project TOOLS FOR LEARNING • TOOLS FOR LIFE Building(children’s(resilience,(self1mastery,(and(empathy(for(others( What%is%Toolbox?% Filling&a&gap&in&today’s&educational&assumptions,&Toolbox,&by& The 12 Tools Dovetail&Learning,&honors&children’s&innate&capacity&for&managing& Breathing Tool their&own&emotional,&social,&and&academic&success&by&g iving&them& Quiet/Safe Place Tool tools&that&empower&them.& Listening Tool Empathy Tool The&Toolbox&curriculum&teaches&12&simple&yet&powerful&“Tools.”&& Personal Space Tool With&practice&and&in&a&classroom&community&that&shares&them,&these& Using Our Words Tool inner&skills&become&important&personal&and&social&proficiencies&for:&& Garbage Can Tool selfEawareness,&selfEmanagement,&healthy&relationships,&and& Taking Time Tool responsible&decisionEmaking.&&The&common&language&and&practices & Please & Thank You Tool of&Toolbox&help&children&quickly&adopt&the&T ools&and&use&them&with& Apology & Forgiveness Tool autonomy,&resilience,&and&selfEmastery. & Patience Tool Courage Tool Toolbox&starts&with&the&individual&child,&building&selfEknowledge&and& selfEtrust;&it&quickly&creates&improvements&in&communication,&civility& and&conflict&resolution&in&the&classroom,&on&the&playground,&and& across&the&whole&school&community.&&Toolbox&is&an&upstream& prevention/intervention&program&that&restores&hope&and&optimism&to& “Of all the programs on the Federal lists, Toolbox is the teachers,&children,&and&their&families. & only one that teaches Academic%and%Life%Success% children about their own Toolbox&is&a&discovery&that&offers&a&coreEsolution&in&education,& -
Venerating the Image of Divine Mercy on the Feast of Mercy
Venerating the Image of Divine Mercy on the Feast of Mercy A look at the writings of Pope Benedict XVI Time has proven the correctness of the prophetic writings that Our Lord asked St. Faustina to record for humanity. The Church has recognized that the readings of Second Sunday of Easter were already perfect for a Feast of Mercy and responded by instituting Divine Mercy Sunday, fulfilling His request. With this in mind, let us look at these requests and promises of the Lord as regards to the Divine Mercy image and compare them to the writings of Pope Benedict XVI. In his book, “The Spirit of the Liturgy”, the Pope dedicated a complete chapter on the Question of Images. This work that was written at the turn of the millennium, is quite prophetic also. In it he takes us through the history of images from the Old Testament to the New and presents to us the reasons why we must use sacred images in our sacred spaces and also for our liturgies. He said that the purpose of the book was to assist the renewal of understanding the liturgy. After reading this monumental work, one is left with the impression of what the most perfect image would be to assist us in the celebration of Mass. If you have previously read about the image of Divine Mercy in the diary of St. Faustina, and the requests of Our Lord to have the image venerated, especially on the Feast of Mercy, you will see the prophetic nature of the Pope’s writing because they perfectly apply to this image and to the request of the Lord. -
Humility, Justice, Goodness
SANTA MARGARITA CATHOLIC HIGH SCHOOL strives to bring the nurturing charism of Caritas Christi – the love of Christ – to our community of faith and learning. In the 17th century, Jesus revealed a vision of His Sacred Heart to St. Margaret Mary Alacoque, the patroness of our school. It is the heart of Jesus that impels us to live Caritas Christi. By embodying Gospel values we can be the heart of Christ in the world today. OUR CORE PRINCIPLES To live CARITAS CHRISTI is to be a person of: COMPASSION, who ACTS and SPEAKS with concern for others. “Do nothing from selfishness; rather, humbly regard others as more important than yourselves.” - Philippians 2:3 • Affirm the inherent value and dignity of each person • Be present to another’s needs • Forgive another, as you would want to be forgiven HUMILITY, who UNDERSTANDS themselves in relationship to God. “The Son of Man came not to be served but to serve.” – Mark 1:45 • Express gratitude to God for life’s many gifts • Engage life as a “We” rather than a “Me” person • Use one’s gifts in service to others JUSTIC E, who RESPECTS and ADVOCATES for the dignity of ALL PEOPLE and CREATION. “Blessed are those who do what is right, whose deeds are always just.” – Psalm 106:3 • Give generously without expecting something in return • Speak and act truefully in all circumstances • Seek and promote the well-being of others GOODNESS, who reflects the image of God in THOUGHT, WORD and ACTION. “You have been told what is good, and what the Lord requires of you: Only to do justice and to love goodness, and to walk humbly with your God.” – Micah 6:8 • Develop and demonstrate moral character that reflects the virtues of Christ • Encourage one another and build one another up • Accompany each other on life’s spiritual journey . -
God's Repentance-Enabling Forgiveness
64 Copyright © 2001 The Center for Christian Ethics at Baylor University God’s Repentance-Enabling Forgiveness BY RALPH C. WOOD It is the Easter event—the Father’s gracious rejection of our dreadful rejection, the Son’s awful assumption of the world’s entire burden of sin, the Holy Spirit’s infusion of forgiveness into our lives—that provides our only hope for repentance. A Flannery O’Connor short story shows this extravagant claim is not mere theological word-play, but a matter of life and death. oltaire famously declared, “God forgives because it’s his business.” The great atheist could refer blithely to the God in whom he did Vnot believe because he also had contempt for the chief Christian virtue. Mercy and pity and forgiveness are not the traits of heroic peoples and cultures. The Greeks, for example, sanctioned pity only for the weak and the helpless, never for the strong and the guilty. Thus did Voltaire aim to trivialize forgiveness by turning it into something automatic, making it a matter of rote, thus denying it any real significance. Yet the old skeptic spoke more truly than he knew. In the profound original sense of the word, forgiveness is indeed God’s business: his essential occupation, his constant activity, his diligent engagement—indeed, his very nature. Thus it is meant to form our fundamental character as Christians. GOD’S FORGIVENESS PRECEDES REPENTANCE The common assumption, found even in the most standard textbooks and dictionaries of theology, is that our forgiveness remains conditional God’s Repentance-Enabling Forgiveness 65 upon our repentance: first we repent, and then God forgives. -
“So Many Voices”: the Piety of Monica, Mother of Augustine MATTHEW HASTE
JDFM 4.1 (2013): 6-10 “So many voices”: The Piety of Monica, Mother of Augustine MATTHEW HASTE In The History of St. Monica, Émile often built on hagiographic depictions, are common in Matthew 6 Haste is a PhD Bougaud (1823–1888) introduced the many Catholic biographies of Augustine’s mother. candidate his subject with the lofty claim that At the other end of the spectrum, modern secular in Biblical readers should sing such a biography scholars have examined Monica from seemingly every Spirituality at 1 the Southern rather than read it. Believing Monica angle and yet few have focused on her personal piety. Baptist had possessed “the most beautiful love From Elizabeth Clark’s literary theory study of the Theological Seminary in that perhaps ever existed,” Bougaud “Monica-functions” in Confessions to Anne-Marie Bow- Louisville, Kentucky, where he also serves in Ministry encouraged mothers to look to her ery’s conclusion that Monica provides “the feminine Connections. He previously example and recognize “how divine face of Christ,” many of these works reveal more about served as the Adult is the strength with which God has the presuppositions of the author than Monica.7 Discipleship Pastor of Living endowed them in the interest of their Modern readers of Augustine’s may Hope Baptist Church in Confessions 2 Bowling Green, Kentucky. children’s eternal salvation.” While wonder if there are other options for appreciating this such a statement may sound admi- fourth-century woman. To put it more bluntly, one rable, Bougaud goes on to explain might ask, “What can an evangelical Protestant learn that a mother’s divine strength con- from Monica, the mother of Augustine?” This essay will sists of her ability to bring about her endeavor to answer that question by examining the life children’s salvation through her own and piety of Monica as set forth in Confessions, with steadfast will.3 Bougaud continues, particular reference to her final days recounted in Book “As regards the life of the body, a 9.17–37. -
An Analysis of Hegemonic Social Structures in "Friends"
"I'LL BE THERE FOR YOU" IF YOU ARE JUST LIKE ME: AN ANALYSIS OF HEGEMONIC SOCIAL STRUCTURES IN "FRIENDS" Lisa Marie Marshall A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2007 Committee: Katherine A. Bradshaw, Advisor Audrey E. Ellenwood Graduate Faculty Representative James C. Foust Lynda Dee Dixon © 2007 Lisa Marshall All Rights Reserved iii ABSTRACT Katherine A. Bradshaw, Advisor The purpose of this dissertation is to analyze the dominant ideologies and hegemonic social constructs the television series Friends communicates in regard to friendship practices, gender roles, racial representations, and social class in order to suggest relationships between the series and social patterns in the broader culture. This dissertation describes the importance of studying television content and its relationship to media culture and social influence. The analysis included a quantitative content analysis of friendship maintenance, and a qualitative textual analysis of alternative families, gender, race, and class representations. The analysis found the characters displayed actions of selectivity, only accepting a small group of friends in their social circle based on friendship, gender, race, and social class distinctions as the six characters formed a culture that no one else was allowed to enter. iv ACKNOWLEDGMENTS This project stems from countless years of watching and appreciating television. When I was in college, a good friend told me about a series that featured six young people who discussed their lives over countless cups of coffee. Even though the series was in its seventh year at the time, I did not start to watch the show until that season. -
The Faithful House
CORE MANUAL The Faithful House: CORE MODULE MANUAL AND FERTILITY AWARENESS METHODS CATHOLIC RELIEF SERVICES IN COLLABORATION WITH MATERNAL LIFE UGANDA Illustrated by Karen Ray Brower Copyright 2011 All Rights Reserved. No part of the materials herein may be reproduced in whole or in part without express written permission of Catholic Relief Services. For further information on this and other programs, please contact: Elizabeth Pfifer, CRS Uganda or Dorothy Brewster-Lee, CRS USA Catholic Relief Services 228 W. Lexington Street, Baltimore Maryland 21201 410-625-2220 www.crs.org The Faithful House: CORE MODULE MANUAL AND FERTILITY AWARENESS METHODS CATHOLIC RELIEF SERVICES IN COLLABORATION WITH MATERNAL LIFE UGANDA Foreword to The Faithful House Marriage is the first institution that God made and is the foundation of the family. The family is both the center of God’s love and the basic unit of the Church and of the nation. God’s plan and desire is to see that all human beings are brought up in good and stable families. To neglect the family is to take away life. The neglect of family life has resulted in different problems and challenges for our communities. Many marriages are under attack in different ways. Now, more than ever, there is a need for special attention to the family in today’s society. Among those challenges and difficulties are HIV and AIDS and the great pain and suffering they bring to couples and families. The Faithful House is a clear and compelling response to these challenges. The Faithful House underscores the importance of abstinence and faithfulness in building strong and committed marriages and healthy families. -
Alexander Bickel's Philosophy of Prudence
The Yale Law Journal Volume 94, Number 7, June 1985 Alexander Bickel's Philosophy of Prudence Anthony T. Kronmant INTRODUCTION Six years after Alexander Bickel's death, John Hart Ely described his former teacher and colleague as "probably the most creative constitutional theorist of the past twenty years."" Many today would concur in Ely's judgment.' Indeed, among his academic peers, Bickel is widely -regarded with a measure of respect that borders on reverence. There is, however, something puzzling about Bickel's reputation, for despite the high regard in which his work is held, Bickel has few contemporary followers.' There is, today, no Bickelian school of constitutional theory, no group of scholars working to elaborate Bickel's main ideas or even to defend them, no con- tinuing and connected body of legal writing in the intellectual tradition to which Bickel claimed allegiance. In fact, just the opposite is true. In the decade since his death, constitutional theory has turned away from the ideas that Bickel championed, moving in directions he would, I believe, f Professor of Law, Yale Law School. 1. J. ELY, DEMOCRACY AND DISTRUST 71 (1980). 2. See B. SCHMIDT, HISTORY OF THE SUPREME COURT OF THE UNITED STATES: THE JUDICI- ARY AND RESPONSIBLE GOVERNMENT 1910-21 (pt. 2) 722 (1984) (describing Bickel as "the most brilliant and influential constitutional scholar of the generation that came of age during the era of the Warren Court"); Ackerman, The Storrs Lectures: Discovering the Constitution, 93 YALE L.J. 1013, 1014 (Bickel "revered as spokesman-in-chief for a school of thought that emphasizes the importance of judicial restraint"). -
Commentary on Thomas Aquinas's Virtue Ethics J
Cambridge University Press 978-1-107-16578-6 — Commentary on Thomas Aquinas's Virtue Ethics J. Budziszewski Frontmatter More Information Commentary on Thomas Aquinas’s Virtue Ethics Although St. Thomas Aquinas famously claimed that his Summa Theologiae was written for “beginners,” contemporary readers i nd it unusually difi cult. Now, amid a surge of interest in virtue ethics, J. Budziszewski clarii es and analyzes the text’s challenging arguments about the moral, intellectual, and spiritual virtues, with a spotlight on the virtue of justice. In what might be the i rst contemporary commentary on Aquinas’s virtue ethics, he juxtaposes the original text with paraphrase and detailed discussion, guiding us through its complex arguments and classical rhetorical i gures. Keeping an eye on con- temporary philosophical issues, he contextualizes one of the greatest virtue theorists in history and brings Aquinas into the interdisciplinary debates of today. His brisk and clear style illuminates the most crucial of Aquinas’s writ- ings on moral character and guides us through the labyrinth of this difi cult but pivotal work. J. Budziszewski is Professor of Government and Philosophy at the University of Texas at Austin, where he also teaches courses in religious studies and in the law school. His work includes numerous books as well as a blog, The Underground Thomist . Budziszewski thinks and writes chiel y about classi- cal natural law, conscience and self-deception, moral character, family and sexuality, religion and public life, authentic versus counterfeit toleration and liberty, and the state of our common culture. © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-16578-6 — Commentary on Thomas Aquinas's Virtue Ethics J. -
Faithfulness to Tradition: a Roman Catholic Perspective
Easter 2006 Faithfulness to Tradition A Roman Catholic Perspective John E. Thiel or moderns, the question of what it means to be faithful to a religious tradition is a good example of question-begging. Answering the question of faithfulness Fpresupposes that one knows what the tradition is to which one might be faithful. But in modernity, in the West at least and perhaps even globally by now, religious tra- ditions have become precarious things, contested spaces where the issue of faithfulness has been subsumed by the ambiguity of traditions themselves. The traditional notion of tradition itself has become questionable in light of our heightened awareness of the historicity of traditions and their often surprising pluralism. Historical investigation of religious traditions through time and culture reveals the remarkable changes they have undergone in belief, doctrine, and practice, the living constituents of a tradition. This same historical sensibility grasps easily the synchronic implications of this diachronic fact. Any religious tradition broadly construed by a singular name is, in any present moment, actually a remarkable variety of smaller communities that possess clearly dis- tinguishable beliefs and practices, however much they might share a family resem- blance. For those intellectually aware of the problem that historicity poses for tradition, and for many more who emotionally feel its effects, being faithful to a religious tradi- tion has become as difficult as saying what that same religious tradition is. My own Roman Catholic Christian tradition is a very good example of this twin problem of identifying and being faithful to tradition. One could argue for several rea- sons that it is the very best example of this problem. -
Overview of the Virtue of Charity
Overview of the Virtue of Charity The virtue of Charity means being generous with our presence, time, and money. Charity allows us to give freely without expecting anything in return. The virtue of Charity is an essential sign of faith. Jewish and Christian ethics are built upon charitable acts and deeds. The virtue of charity encompasses a range of small acts and habits that affects our own immediate surroundings as well as the larger global community. It can be as simple as giving someone a smile or it can be expressed on a larger scale through raising funds for world organizations such as Development and Peace or Free the Children. It applies not just to our personal relationships with other people, but also extends to things, animals, plants, and the Earth. All creation is interrelated. Charity allows us to see how we are connected to others through time and space. We have a responsibility to nurture, support, and be in solidarity with those around us. Exploring Your Inner Self: Why the virtue of charity might be for you If you are… Self-absorbed Acting unkindly or in nasty ways Thinking only of your needs Stingy with your time, and material objects Neglectful of or indifferent to the needs of others Then you may wish to explore the virtue of charity…. Charity allows you to give to others Charity allows you to share your time and talents with others Charity brings the world close to home Charity allows you to make a positive difference Modelling the Virtue of Charity: The Catholic Community Award Modelling Forgiveness: The Catholic Community Award The Catholic Community Award: The Catholic Community Award is a monthly award given to students who may be the “unsung heroes” of our community. -
Justice and Humility in Technology Design
2006-85: JUSTICE AND HUMILITY IN TECHNOLOGY DESIGN Steven VanderLeest, Calvin College Steven H. VanderLeest is a Professor of Engineering at Calvin College. He has an M.S.E.E. from Michigan Tech. U. (1992) and Ph.D. from the U of Illinois at Urbana-Champaign (1995). He received a “Who’s Who Among America’s Teachers” Award in 2004 and 2005 and was director of a FIPSE grant “Building IT Fluency into a Liberal Arts Core Curriculum.” His research includes responsible technology and software partitioned OS. Page 11.851.1 Page © American Society for Engineering Education, 2006 Justice and Humility in Technology Design 1 Abstract Engineeringdesignrequireschoosing betweenvariousdesignalternatives,weighing eachoption basedontechnicaldesigncriteria.Broader criteriahave beensuggestedthatencompassthe cultural,historical,andphilosophicalcontextsinwhichthenewtechnology becomesembedded. Thesecriteria,calleddesignnorms,canonly beappliedeffectively by engineerswithastrong liberaleducation.This paperexaminestwodesignnormsinsomedetail.Thefirstnorm,justice, has beennotedinthe pastasanimportantcriterionfordesigndecisions,butnottosufficient depthtoprovide practicaldesigninsights.Designfor justicerequiresconsiderationofall stakeholdersof adesign.Technologicaldesignscanintrinsicallyleadtoinjustice,forexample, iftheydisrespectstakeholdersorcausediscriminatoryinequities.Thesecondnormexploredin this paper,humility,hastypically beenconsideredagoodqualityoftheengineer,butnotoften appliedtotechnology.Theimplicationsofusing humility as adesigncriterionmightinclude moreemphasisonreliability,userfeedback,andmore